Graduate Students

Example 61- Graduate student in social science

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A graduate student in human geography

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Retired people, private sector employees and the self-employed have a higher percentage of relocation through infrastructure development. These people including, for example, street vendors are more likely to reside in the inner areas where redevelopment projects are located. While socio-demographic profiles vary across the types of residential relocation, they are not starkly different. Some households such as the family that has one member working in the private sector and the other in the state sector are still able to choose the method of residential relocation. Retired people are under-represented in this method of relocation, because they have a much lower chance of receiving housing allocation after retirement.

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Example 60- Graduate art student

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A graduate student in gender studies

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The characteristics of the capitalist market described by Wood lie at the heart of the exploitation that emerges in a capitalist system. All market agents – whether workers, small-scale farmers, or giant TNCs – must compete in a sink-or-swim environment where they must continually exploit others…or themselves…While the ethical aspirations of fair trade have been able to mitigate somewhat the worst effects of these imperatives, the fair-trade network has not been able to escape the power of the global capitalist market which has imposed strict limits on its development project. (2007, p.96).

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Example 59- Graduate student in social science

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A graduate student in human geography

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‘deterritorialized’, it is subject to transformation through the ‘reterritorialization’ process (Short and Kim 1999, 4), thus producing local forms. These local forms, although they demonstrate some superficial similarities with the local milieu where they originally developed, are embedded into the socio-cultural environment.

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Example 58– Graduate education student

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A graduate student in counseling psychology

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disorder (aged 7–18 years) were randomly assigned to a cognitive behavioral treatment condition or a wait-list control condition. Families in the active treatment condition were randomly assigned to an additional seven-session cognitive parent training program. Results:  No significant outcome differences were found between families with or without additional parent training. Conclusions: Children with anxiety disorders profited from cognitive-behavioral therapy. Children improved equally whether or not additional parent training was offered…. Children were either referred for anxiety problems to one of two mental health centers, or were recruited through GPs, schools, or media for participation in this study.

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Example 57- Graduate education student

Graduate Students, Social Sciences, One Comment

A graduate student in counseling psychology

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These findings suggest that parental and family factors are related to the probability of successful treatment outcome. Following from that, it seems reasonable to hypothesize that addressing parental psychopathology and family functioning in treatment would lead to greater treatment response rates. Theorists have argued that because children are incredibly reliant on their family environment, an improved model of treatment would be one that is premised on an interpersonal conceptualization of youth anxiety and that aims to employ interventions at the social (e.g., familial) rather than individual levels (Barrett, 2000). Furthermore, including parents in the treatment of externalizing disorders in childhood (e.g., oppositional, aggressive, and antisocial behavior) has been documented as beneficial to treatment success (Kazdin, 1997; Patterson, Chamberlain, & Reid, 1982; Woolfenden, Williams, & Peat, 2002).

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Example 56- Graduate education student

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A graduate student in language education

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On the resulting t-value (t-1.29,df-11.98,p-.22), the conclusion isthat the students at the beginning and more advanced levels do not differ significantly in the frequency of their correct use of the verb suffix-le). The third pattern, with an adverb and sentence-final le, expresses the immediate future (26-28). The percentages of correct use of sentence-final le in this pattern are low;37% for the beginning-level subjects and 64% for the more advanced. The stimuli for the production of these sentences were.

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Example 55- Graduate education student

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A graduate student in language education

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This finding suggests that L-S was common to HP and LP participants, and it might have facilitated their writing processes while they were composing. … As the present analyses suggest, the HP learners appeared to benefit extensively from switching to their L1 for rhetorical choices and discourse. … On the other hand, the LP learners’ L-S seemed to provide opportunities for them to generate content and review their texts

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